Overview
The Clinical Evaluation of Language Fundamentals – Preschool – Second Edition (CELF-Preschool-2; Semel, Wiig, & Secord, 2004) is an individually-administered, norm-referenced instrument designed to assess aspects of language necessary for preschool children to transition to the classroom. This test is designed to measure performance in the aspects of language that are considered to be fundamental to the development of effective communication skills for children ages 3 years through 6 years, 11 months. It is comprised of six subtests in two areas: Linguistic Concepts, Sentence Structure, and Basic Concepts in the area of Receptive Language; and Recalling Sentences in Context, Formulating Labels, and Word Structure in the area of Expressive Language. Together, these tests inform a four-level process model: determination of a language disorder (level 1); nature of the disorder, including strengths and weaknesses in both content and structure of language (level 2); early classroom and literacy fundamentals affected (level 3); and pragmatics, or communication-in-context, affected (level 4). An overall Core Language composite, as well as Index scores in Receptive Language, Expressive Language, Language Context, and Language Structure can be derived. A Spanish version of this test is also available.
Summary
Age: 3 years 6 months to 6 years 11 months
Time to Administer: For level 1: 15-20 minutes; Variable completion time for entire test administration
Method of Administration: Individually administered, norm-referenced assessment of comprehensive language skills. Requires verbal response to stimulus pictures.
Yields standard scores (M = 100, SD = 15) for composite and indexes, scaled scores (M = 10, SD = 3) for subtest scores, percentile ranks, confidence intervals, age equivalents, growth scores.
Spanish version available.
Subscales: Overall Composite Score: Core Language
Index Scores: Receptive Language, Expressive Language, Language Content, Language Structure
Subtest Scores: Sentence Structure, Concepts and Following Directions, Word Structure, Expressive Vocabulary, Recalling Sentences, Expressive Vocabulary, Basic Concepts, Word Classes- Receptive, Word Classes- Expressive
Additional Scores: Phonological Awareness, Pre-Literacy Rating
Autism Related Research
None found. However, in a UK study conducted by Lloyd and Paintin (2006) using its predecessor, the CELF Preschool (Semel, Wigg, & Secord, 1992) was used to investigate profiles of children with different communication disorders, and children with autism spectrum disorder (ASD) comprised one of the groups. Compared with peers who had specific language impairments (SLI) and those who had characteristics of both SLI and ASD, all three groups had difficulty repeating sentences of increasing length and complexity. Moreover, those with ASD showed a relative weakness in identifying word associations. The authors underscored that different patterns of impairment indicate different individual needs and, therefore, professional decision-making.